School Overview

The 9th Grade AcademyDorsey High School

Brief History of 9th

Grade Academy

DemographicsE n r o l lm e n t b y E t h n ic i t y , 2 0 0 6 - 0 7

s h o w n a s N u m b e r s o f S t u d e n t s

2

3

4

1 , 2 0 1

1 0

8 9 3

07

A m e ric a n In d ia n /A la s k a n N a tiv eA s ia nP a c ifi c Is la nd e rF ilip in oH is pa n ic / L a tin oA fric a n -A m e ric a nW hite n o t H is p a n icM u ltip le /N o R e s p o n s e

5. Title I, Special Ed., and GATE, and Advanced Placement

  Title ISpecial

Ed

GATE AP

2006-07 1878 237 76 265

2005-06 1063 237 70 275

2004-05 1024 248 85 309

*Enrollment is based on end of spring semester.

Assessments: API

Subgroups

Number of

Students

Numerical

ly Significant

in Both Year

s

Subgroup API

2007 Grow

th

2006 Base

2006-07

Growth

Target

2006-07

Growth

African American 691 Yes 522 509 15 13

Hispanic or Latino 568 Yes 503 508 15 -5

Socioeconomically Disadvantaged 907

Yes 518 507

15 11

English Learners 466 Yes 486 494 15 -8

Students with Disabilities

209 Yes 381 361

22 20

Assessments: AYP

  2006-07 2005-06 2004-05

Made AYP No No No

Met AYP Criteria 15 of 26 20 of 26 n/a

ELA Participation Rate Yes No No

Math Participation Rate Yes No No

ELA Percent Proficient No No No

Math Percent Proficient No No No

Academic Performance Index (API) Yes Yes Yes

Graduation Rate Yes No Yes

Assessments: CST

Exam Students

Tested % Adv % Pro % Basic % Below

Basic % Far Below

Basic % Not Meeting

Standards

ELA (GR 9) 491 3% 14% 34% 30% 19% 83%

ELA (GR 10) 590 2% 7% 28% 29% 35% 92%

ELA (GR 11) 373 5% 8% 29% 22% 36% 87%

GEN. MATH 19 0% 5% 5% 16% 74% 95%

ALGEBRA I 452 0% 1% 7% 44% 48% 99%

GEOMETRY 592 0% 0% 4% 40% 56% 100%

ALGEBRA II 254 0% 0% 5% 29% 66% 100%

HS MATH 48 0% 0% 2% 44% 54% 100%

WORLD HISTORY 617 1% 2% 14% 26% 58% 98%

US HISTORY 362 3% 7% 22% 34% 34% 90%

LIFE SCIENCE 582 1% 5% 22% 35% 38% 95%

BIOLOGY 551 1% 4% 23% 30% 42% 95%

CHEMISTRY 349 1% 4% 31% 22% 42% 95%

EARTH SCIENCE 25 0% 8% 12% 20% 60% 92%

INT. SCIENCE 1 300 0% 1% 18% 28% 53% 99%

Assessments: CST

2 9 % 3 1 % 2 7 % 3 4 %1 9 %

2 9 % 3 0 % 3 0 %2 9 %

3 0 %

3 2 % 3 0 % 3 1 % 2 5 %3 4 %

9 % 9 % 1 0 % 1 0 % 1 4 %4 %1 % 1 % 3 % 2 %

0 %

2 0 %

4 0 %

6 0 %

8 0 %

1 0 0 %

2 0 0 2 - 0 3 2 0 0 3 - 0 4 2 0 0 4 - 0 5 2 0 0 5 - 0 6 2 0 0 6 - 0 7

E L A ( G R 9 )

% F a r B e lo w B a s ic % B e lo w B a s ic % B a s ic % P r o % A d v

5 5 % 5 2 % 4 1 % 4 3 %5 3 %

3 7 % 3 7 %4 0 % 4 1 % 2 8 %

8 % 1 2 % 1 9 % 1 6 % 1 8 %0 % 0 % 0 % 0 % 1 %

0 %0 %0 % 0 % 0 %

0 %

2 0 %

4 0 %

6 0 %

8 0 %

1 0 0 %

2 0 0 2 - 0 3 2 0 0 3 - 0 4 2 0 0 4 - 0 5 2 0 0 5 - 0 6 2 0 0 6 - 0 7

IN T S C I I

% F a r B e lo w B a s ic % B e lo w B a s ic % B a s ic % P r o % A d v

5 5 % 5 2 % 4 1 % 4 3 % 5 3 %

3 7 % 3 7 %4 0 % 4 1 % 2 8 %

8 % 1 2 % 1 9 % 1 6 % 1 8 %0 % 0 % 0 % 0 % 1 %

0 %0 %0 % 0 % 0 %

0 %

2 0 %

4 0 %

6 0 %

8 0 %

1 0 0 %

2 0 0 2 - 0 3 2 0 0 3 - 0 4 2 0 0 4 - 0 5 2 0 0 5 - 0 6 2 0 0 6 - 0 7

IN T S C I I

% F a r B e lo w B a s ic % B e lo w B a s ic % B a s ic % P r o % A d v

SLC Structures and Strategies

Attribute of the 9th Grade Academy (NGA) contribute to our success at

closing the achievement gap

Attributes

• Unifying Vision and Identity• Rigorous Standard Base Curriculum,

Instruction and Assessments• Equity and Access• Personalization• Accountability and Distributed Leadership• Collaboration and Parent/Community

Involvement

Unifying Vision and Identity• Committed to self-

reflection and collaboration

• Staff Retreat as relationship builder

• Monthly Dinner meeting to reflect on practices and intervention for students

• Student Rep. bimonthly meetings

Rigorous Standard Base Curriculum, Instruction and

Assessments• College – Career

Interdisciplinary Project

• Honor Assembly

Equity and Access

• ??????

PersonalizationHomeroom Students:• Develop

Individualized Success Plans

• CST practice

Teachers use:• Common Conference

Planning• PD• Monthly Meeting

Accountability and Distributed Leadership

Fall retreat, each staffmember receives a

manual including the• program’s vision• procedures• policies,• interdisciplinary

projects and protocols.

Collaboration and Parent/Community Involvement

• West Los Angeles College has demonstrated its commitment to supporting our students by offering math tutoring during the school day and after school.

• Lula Washington DanceTheater

• Tuskeegee Airmen

• Asha’s Baba the Storyteller

• LA Bureau of Sanitation: Sewer Science

• Erica, Byrd, a parent consultant, meets with parents monthly

Measuring Progress• When teachers unite to realize their program’s vision, morale and

motivation rise.

• Allow teachers to volunteer to be a part of the school’s restructuring.

• Staff’s commitment to support students’ academic success will• be evident by their beyond the school-day participation and

faithful replication of protocols.

• Uniform SLC instructional practices lead to improved student attendance and academic performance.

• Routine program evaluation and reflection linked to student achievement is essential.

Success

• In this slide I wanted to put the 2 tables in the rig stand base curriculum section, but was have trouble cutting and pasting

Overcoming Barriers

• ????